Something to Remember You By

Something to Remember You A lock of hair might be fitting (albeit obsolete, overly sentimental, and just plain weird.) A wallet photo maybe? Awkward. So what could you possibly give an editor or agent at a conference to help them remember you or your project once they shuffle back into their office the following Monday? I’ll tell you: The author one sheet. I recently attended a writer’s conference in which I was scheduled to pitch my new novel. To better my odds, I researched book pitches, and discovered the one sheet – a single-paged marketing document, aka author one sheet or pitch sheet, which describes a person, project, or concept. Brilliant! When one considers how many book pitches an editor or agent has endured, or how many queries and manuscripts they have likely slogged through in their career, the odds of an author or book standing out – being remembered – are not great. Anything you can get into an agent’s hands to take back with them from a conference will help, other than handing them your complete manuscript, of course. You’d never bring a manuscript to a conference, right? Everything you’ve ever read and heard has stated unequivocally not to. (Admit it – you brought it anyway.) Some one sheets are more elaborate, including word count, genre, endorsements, and agent name and contact info – designed more for promoting already-published works. Or you could opt for one more basic, including only information that one would find on a back cover of a novel. I chose the latter, since I was seeking publication. At the very least, your one sheet should include: Book title Logline/hook – One sentence that describes the concept of your book, and gets their attention. (My entire novel was easier to write.) Blurb – Short 3-4 sentence paragraph that describes your book and defines genre/audience. Who is the protagonist, what do they want, what’s in their way, and most of all, what makes your story unique? Think â€Å"back cover.† Author

The English Language as Spoken in Pakistan

The English Language as Spoken in Pakistan In the country of Pakistan, English is a co-official language with Urdu. Linguist Tom McArthur reports that English is used as a second language by a national minority of c.3 million in a population of c.133 million (The Oxford Guide to World English, 2002). The slang term Pinglish is sometimes used as an informal (and often unflattering) synonym for Pakistani English. Examples and Observations: English in PakistanPakistani Englishshares the broad characteristics of South Asian English in general and is similar to that spoken in contiguous regions of northern India. As in many former British colonies, English first enjoyed the status of an official language alongside Urdu after independence in 1947...The grammatical features . . . [of] Indian English are largely shared by Pakistani English. Interference stemming from background languages is common and switching between these languages and English occurs frequently on all levels of society.Vocabulary. As might be expected, loans from the various indigenous languages of Pakistan are to be found in local forms of English, e.g. atta flour, ziarat religious place....There are also word formations consisting of hybrids and blends with inflectional elements from English and stems from regional languages, e.g. goondaism hooliganism, thuggish behaviour, biradarism favouring ones clan.Still further word-formation processes are atteste d in Pakistani English with outcomes which are not necessarily known outside this country. Back-formation: to scrute from scrutiny; blends: telemoot from television and moot meeting; conversion: to aircraft, to arson, to change sheet; compounds: to airdash depart quickly by air, to head-carry.(Raymond Hickey, South Asian Englishes. Legacies of Colonial English: Studies in Transported Dialects, ed. by Raymond Hickey. Cambridge University Press, 2004) SubvarietiesLinguists generally describe the three or four subvarieties [of Pakistani English] in terms of proximity to the British Standard: the samples most distant from itand any other varietyare often regarded as genuinely Pakistani. American English, which has gradually infiltrated the spoken and written idiom, is discounted in most studies.(Alamgir Hashmi, Language [Pakistan]. Encyclopedia of Post-Colonial Literatures in English, 2nd ed., edited by Eugene Benson and L.W. Conolly. Routledge, 2005)The Importance of English in PakistanEnglish is . . . an important medium in a number of key educational institutions, is the main language of technology and international business, has a major presence in the media, and is a key means of communication among a national elite. The constitution and the laws of the land are codified in English.(Tom McArthur, The Oxford Guide to World English. Oxford University Press, 2002)English and Urdu in PakistanIn some ways, I have a lover’s qu arrel with the English language. I live with it and I cherish this relationship. But there is often this feeling that in preserving this bond, I have betrayed my first love and my childhood’s passionUrdu. And it is not possible to be equally faithful to both of them. . . .A bit subversive it may be deemed but my contention [is] that English is . . . a barrier to our progress because it reinforces class division and undermines the main purpose of education as an equaliser. In fact, the domination of English in our society may also have contributed to the growth of religious militancy in the country. Whether English should be our official language, in spite of its value as a means of communication with the rest of the world, is surely a major issue . . ..At the heart of all this discussion, of course, is education in all its dimensions. The rulers, supposedly, are very serious about it. Their challenge is to realise the slogan of ‘education for all.’ But, as the â €˜policy dialogue’ would suggest, it should not just be education for all but quality education for all so that we can truly be liberated. Where do English and Urdu belong in this venture?(Ghazi Salahuddin, Between Two Languages. The International News, March 30, 2014) Code Switching: English and Urdu[T]he use of English words in Urducode switching for linguistsis not an indication of not knowing the two languages. If anything, it may be an indication of knowing both languages. First, one switches code for many reasons, not just lack of control of languages. Indeed, code switching has always been going on whenever two or more languages have come in contact. . .People who do research on code switching point out that people do it to emphasize certain aspects of identity; to show informality; to show easy command of several languages and to impress and dominate others. Depending on the situation, one can be humble, friendly, arrogant or snobbish through the way one mixes languages. Of course, it is also true that one may know so little English that one cannot manage to sustain a conversation in it and has to fall back upon Urdu. That might well be the case but that is not the only reason for code switching. And if someone does not know English and fal ls back upon Urdu, then he or she knows Urdu best. It is still untrue to argue that this person does not know any language. Not knowing literary Urdu is one thing; not knowing the spoken language quite another.(Dr. Tariq Rahman, Mixing Languages. The Express Tribune, March 30, 2014) Pronunciation in Pinglish[S]oftware designer Adil Najam . . . took time to define Pinglish, which according to him, emerges when English words are mixed with words of a Pakistani languageusually, but not solely, Urdu.Pinglish is not just getting the construction of the sentences wrong, but also about pronunciation.Many Pakistanis often have trouble when two consonants appear together without a vowel in between. The word school is often mispronounced as either sakool or iskool, depending on whether your native tongue is Punjabi or Urdu, pointed out blogger Riaz Haq.Commonplace words such as automatic is aatucmatuc in Pinglish, while genuine is geniean and current is krunt. Some words also take a plural form such as roadien for roads, exceptionein for exception and classein for classes.(Get Set for Pakistani English or ‘Pinglish. The Indian Express, July 15, 2008)

Developing a Health Advocacy Campaign Assignment

Developing a Health Advocacy Campaign - Assignment Example Driving while drunk or intoxicated is very dangerous because the risk of car accidents increase significantly when a person has a high level of alcoholic content in his/her blood. A large number of vehicular deaths and injuries occur annually in the United States because of drunk driving. It is due to this reason that the government of the United States has taken some prevention measures in collaboration with the state governments and different not-for-profit organizations to decrease the number of incidents associated with drunk driving. â€Å"In 2013, the rate of alcohol-impaired driving fatalities per 100,000 population was 3.2, representing a 65% decrease since 1982, when record keeping began† (Foundation for Advancing Alcohol Responsibility [FAAR], 2015). Although there has been a great decrease in the number of such casualties for the last two decades, but a lot more still needs to be done to prevent drunk-driving based road accidents. The purpose of this paper is to propose a drunk driving prevention policy based on the review of some existing prevention programs and laws surrounding this public health issue. The paper also includes discussion on the challenges associated with the proposed policy and the ways to overcome those challenges to make the proposed policy applicable in all respects. The people that are more prone to drunk driving include those between 21 to 35 years of age. Therefore, the targeted population for this paper includes adults of the above-mentioned age group. Some of the ways that can be used to reduce the severity of this public health issue include revoking or suspending driver licenses, establishing DWI courts, confiscating or impounding vehicle plates, immobilizing vehicles, increasing fines and incarceration for drunk driving (Hanson, n.d.). Along with all these measures, the most important step that needs to be taken at the government and nursing organizations level is

The E-Trade Baby Essay Example | Topics and Well Written Essays - 500 words

The E-Trade Baby - Essay Example In order to identify the rhetorical strengths and weaknesses of the E-Trade Baby commercials, their ethos, logos, and pathos should be examined. Ethos implies the personality and trustworthiness of the speaker associated with the argument. Ethos raises issues of ethics and confidence between the speaker and the audience. In terms of ethos, the E-Trade Baby ads are quite effective in drawing out the interest of the audience by using an ‘infantile’ personality that normally appeals to the emotion of audiences. In terms of integrity, the ads are also successful since the babies’ ‘voices’ are from trusted people in the finance and investment industry. The E-Trade Baby simply used the attractive and adorable personalities of the babies to convey its reliable messages about financing and investing. The ads successfully identified with their audiences and their argument. They also appeal to the sense of necessity of the audiences by building a whole new real m of investing, or also referred to as electronic trading. Logos denotes the application of numbers, statistics, reason, and logic. Quite frequently, logos appears concrete and material, far more tangible and ‘real’ compared to other rhetorical techniques that it does not appear an advertisement approach at all. In terms of logos, the E-Trade Baby ads are quite illogical since it is commonsensical knowledge that babies cannot talk in the way they are portrayed in the ads making the entire endeavor weak within the domain of logos. But in terms of the presentation of statistics and facts, the ads have been concise and straight to the point. Pathos appeals to the emotions of audiences. The E-Trade Baby ads try to appeal to the emotions of love, compassion, affection, sympathy, and happiness. They successfully used an emotional appeal by identifying with the sense of their audience. The ads did not abuse any ethical or emotional appeal since

The purpose of Johns Gospel Essay Example for Free

The purpose of Johns Gospel Essay To tell the truths about Jesus rather than recount the facts of his life. Critically examine and evaluate this claim concerning the purpose of the author of the Fourth Gospel. There are several alternative views about the purpose of Johns Gospel. I plan to examine the view that it was written to tell truths about Jesus, and discuss its likelihood within the context of some of the other theories. In order to assess this view of the gospels purpose, it is necessary to discuss for whom John was writing, as his purpose will hinge upon his audience. If he was writing so his audience could see and have faith in Jesus then he may well have been writing for unbelievers. Karl Bornhauer has proposed that the gospel was written as a straightforward missionary tract for unbelieving Jews. Only Jews, he claims, would have understood the document, because it is preoccupied with Jewish matters and omits any reference to the institution of the Christian rites of Baptism and the Lords Supper. In its final edition, the gospel was written in Greek, possibly because this is what Hellenistic Jews spoke. On these grounds, the gospel was written to convince Jews of the Christian claim that Jesus is the Messiah. Robinson agrees with this view but Smalley thinks that by the time this gospel was written, the Christian mission to Israel was largely over. The Jews featured in the gospel are Jesus enemies, not potential Christians while some believe in him (12:11) the majority are responsible for his death. Johns attitude to them would therefore have been polemical not missionary. This seems like a relevant view, also, because it is doubtful that John would have succeeding in converting these Jews by casting them into the role of Jesus enemies; he would merely have alienated them. Therefore I do not believe Johns Gospel was written to convert unbelieving Jews. Another theory, from Raymond Brown, is that John was addressing Diaspora Jewish-Christians; Greek speaking Jews already converted to Christianity, or those torn between their faith in Jesus and their loyalty to Judaism. They were mistrusted and seen as subversive to the law, and attempts were made to exclude them from the synagogue. The polemic against Jews would not apply to them, and the authors emphasis on Jesus as the Messiah and as the fulfilment of all the Jewish feasts and institutions would be a strength to their faith if they were allowed to remain in the synagogue, and an encouragement to them if they were forced to withdraw. There are three references to being put out of the synagogue in Johns Gospel, and two instances of those who overcame their fear of the Jews, and even at risk of expulsion from the synagogue, publicly acknowledged Jesus (the blind man, and Joseph of Arimathea). Jesus is also portrayed positively, attending festivals. Brown concludes that John is inviting Jewish-Christians in the synagogues of the Diaspora to follow the example of such people. However, despite the fact there is internal evidence to support this, it is unlikely these were the sole intended recipients. Smalley suggests that the gospel could also have been written for Christians, to challenge their faith, to encourage their belief and to help them grow into the Christian way of life. There is nothing exclusive about the gospel; its perspective is infinitely wide, and it may well have been intended for all Christians everywhere. It is, however, also possible that John was writing for a particular group around him, because his gospel was originally anchored in a real life situation which helped to shape its tradition, and caused its publication. Smalley thinks the Johannine church was made up of many disparate groups of people suffering under the Romans persecution. These groups included Judaisers, ex-heretics, ex Gnostics, those from Gentile and Jewish backgrounds and ex-pagans, but all were followers of the beloved disciple, and the purpose of writing a gospel for all of these people would be to reconcile them, and thus show the universality of Christianity. C H Dodd and C K Barrett are the two scholars most associated with the belief that John is a work of evangelism. The gospel itself states that it contains an evangelical purpose: so that you may believe Jesus is the Christ (20:31). Thus its main purpose would be to persuade people to grow in faith, (which is a different thing from belief). A discussion between Jesus and Thomas (20:26-28) seems to emphasise this Thomas sees because he believes. Jesus is saying that without actually seeing him on earth, faith is a spiritual perception. Thomas needs to see reality. This theme is running through the gospel, the light and dark imagery symbolising seeing faith, and demonstrating that Jesus is the light of the world and the source of eternal life. So, Smalley concludes that the gospel was written so that its readers could find out truths about Jesus and believe he is the life-giving Messiah (v 31). Dodd thinks the gospel is written in two parts, chapters 2 11 being the signs, and 12 20 b eing the passion. Thus Jesus is shown being glorified. It has been suggested that the gospel is a polemic or an apology, and according to Bultmann, one against the Baptist sect. Its main purpose would be to demonstrate the inferiority of John the Baptist to Jesus. John the Baptist is described only as a man sent from God (1:6) and his role is heavily played down in comparison with the synoptics Jesus, not John, is the light (1:8), the Baptist is neither the Christ nor the Elijah, but merely a crying voice (1:19-23), Jesus existed before John, and is greater (1:30), Jesus performed many signs, but John never worked a miracle (10:41). Only in this gospel does Jesus not get baptised. Therefore, the suggestion has been raised that Johns gospel was written to refute the claim of a Baptist group. Bultmann argues that the author of the gospel was a former Gnostic who had been part of a Baptist sect before becoming a Christian Gnosticism flourished in the 2nd Century and his disciples were given to Jesus. Smalley is very critical of this view, saying the only other evidence we have of a Baptist sect is in Acts 19, and this is debatable. Although it is possible there was a Baptist sect in the 3rd Century, this wasnt unusual judging by the other sects in existence e.g. Manichaeism and there is little evidence to suggest such a group created any real problem for the early Christian church. Furthermore, I do not think the author could have been meaning to downgrade John the Baptist, because he isnt mentioned very much the gospel is about Jesus. Another possibility is that the gospel is a polemic against heresy, in particular, against Gnosticism. Gnostic influences, or pre-Gnostic ideas, were brought to bear on the Christian gospel once it was carried from a Palestinian to a Graeco-Roman environment. We also know from Gnostic redeemer myths, in which deliverance from the lower world of matter is effected by a non-earthly, ideal, saviour figure and appropriated by knowledge, that such ideas when taken over by Christians involve a denial of the physical reality of Jesus in his life and death. Edwin Hoskyns argued the gospel was anti-Gnostic, as did E Scott, who thought John was basically a reinstatement of the Christian good news in Hellenistic terms. But he also found evidence that the author of John wrote to counteract heretical, Gnostic teachings he insists on the reality of Christs life, denies the Gnostic hierarchy of intermediate spiritual agencies, opposes the Gnostic idea that divine sonship is possible apart from t he Christ, avoids Gnostic watchwords, and so on. Barrett thinks John was writing whilst Gnosticism was developing; and essentially was trying to nip it in the bud before it really became successful (although Bultmann disagrees and thinks it was already established by c.100 AD). Gnostics, in general, think Jesus message is for an elite, and only some will get to Heaven. The author of John was clearly conscious of Gnosticism, and apparently not completely or directly critical of it he uses Gnostic imagery such as light and dark, heaven and earth, is sensitive to the importance of knowledge, and accepts a dualist framework for his theology of salvation. Bultmann believes that the author of John is actually a former Gnostic who is editing the sign source (which is the heart of the ministry), and that John uses a separate source from the synoptics, in which the signs do not feature. Bultmann thinks Gnosticism used the sign source too, but attached the redeemer myth to it. John is therefore editing out Gnostic influences, reclaiming the text this means that Gnosticism and John are similar, but the conclusion is different. So through using Gnostic ideas, John is actually showing that Christianity is universal. However, this to me does not hold much weight as an argument because the author has been so ambiguous he swings between supporting the Gnostic way of thought and opposing it. Had the author been writing a polemic, he would surely have left no doubt about his point. It has also been questioned whether John might have been trying to interpret or complement the synoptics, or perhaps going beyond them completely to write an ultimate gospel. Evidence for this is that it was part of Jewish tradition to write a commentary on something previous: Windisch and Lightfoot think it is an assumption to say that the author of Johns gospel used the synoptics as a source, (although John was written late, C 100 AD) and he might have used a non-synoptic sign source. Windisch thinks John was written, to supersede the synoptics, by a single author who must have known the gospel of Mark and other synoptic material. Windisch claimed John was autonomous and sufficient so might have been replacing them completely. Lightfoot developed this idea, but said that the synoptic gospels would have had too strong a position in church for Johns gospel to achieve this, and was only interpreting them, to draw out the significance of the original events. This was suggested long before by Clement of Alexandria, when he wrote of a spiritual gospel. I think the idea of interpretation is probably more likely than that of replacement, as John does not seem to be meant to be independent, but probably complements the synoptics. The title asks whether the purpose of Johns gospel was historicity or not. For a large part of history, it was not thought to be accurate in the modern historians sense, especially as St Clement of Alexandria referred to it as a spiritual gospel. Some events in John appear to occur in a different order to the synoptics, e.g. the last supper, which occurs at Passover in the synoptics but is first thing in John. But according to Lightfoot, the author was well aware of the historical truth lying at the heart of the Christian tradition, and even if he can sit lightly to subordinate aspects of his main historical subject, he may give us better guidance than the synoptics. Smalley has tried to answer the question by examining Acts: Martin Dibelius believes Acts is not historical at all, F F Bruce says it is a summary of history but a sanitised version. But why would an author write one factual gospel and one inaccurate gospel? Paul is the main character in Acts, and Pauls inaccurate writings seem to contradict. Galatians also mentions a missing journey to Arabia which Acts leaves out though according to Catchpole, this could have been because it wasnt successful. But Smalley points out that in Acts, the council of Jerusalem is mentioned, which isnt in Paul. This means Acts and Luke are probably not historical, so John could still be. Despite this, Schmeitzer has said that the only thing the gospel shows is that Jesus existed, not anything about him. I do not think this can be true judging by the apparent structure of the gospel. Smalley divided it up into four parts (the prologue, the ministry, the passion, and the epilogue). Guilding identified a two-year cycle within the narrative, although he thought it was a liturgy. However this does suggest history was important, or why would the author put the gospel into a historical context? The gospel has a clear time period, and mentions historical figures. Smalley identified that the author must have thought about structure as well, and said that the main purpose was to show who Jesus is (thus agreeing with the titles claim). Jesus performed miracles which C H Dodd called sign sources, and Smalley thinks that these, along with the discourses and the I am sayings, are meant to show the reader who Jesus actually is, and what his purpose is. None of these three things have a historical purpose, although John might be historically accurate, containing historical and geographical tracts. I could accept this view, as it allows for the miracles to be only literary devices, designed to show the role of Jesus. The gospel is certainly centred about Jesus, who seems to be acting as a pastor he cares about his people (as in Pauls letters). Smalley questions whether or not Johns Gospel contains the same kind of Kerygma as the rest of the New Testament writings. C H Dodd identified the Kerygma in early speeches of Peter in six different parts throughout Acts: 2:16-21, in which the Old Testament prophecy is fulfilled, 2:22-32 and 3:15, where it is stated that Jesus is from the Davidic line, 2:33-36 and 4:11, stating that Jesus is the lord, 2:33 and 2:38, in which the Holy Spirit is given, 3:20 and 10:42, where it proclaims that Jesus will return, and 2:38-40 and 3:19 which says man should repent their sins. In John, the Old Testament prophecy is fulfilled in John 1:1 and 1:14. 1:14 and 7:14 state that Jesus is from the Davidic line, 17:20-22 and 15:1-6 that Jesus is the lord, 20:21 that the Holy Spirit has been given, 6:39, 6:44, 14:3 that Jesus will return, and 20:31 that man should repent. C H Dodd thinks this Kerygma is in John, Peter and Paul. Smalley accepts it is there in John and Paul but thinks it is less developed. He also believes there is a significant difference between its presence in John and in Paul, because Jesus is supposed to be the second Adam in Paul, but John has a greater emphasis on surpassing Moses. He argues that the fourth gospel is much closer to the synoptics than to Paul, that Paul never saw the historical Jesus, only the risen Jesus, and is therefore incomplete. I would agree with Smalleys reasoning because in the Kerygma and in Paul there is little reference to Jesus historical life, so the purpose of the gospels might have been to put teachings of Jesus into a historical setting. In conclusion, it is impossible to be sure of the purpose of Johns Gospel, but it seems likely that the author wanted to communicate truths about Jesus, his role on earth, his divinity, etc. Smalleys views seem well supported by evidence, and I would agree that the gospel couldnt have been a purely historical account although it may well have a true frame of events. Surely spreading the good news about Jesus would be more important than relating everything he said and exactly as it happened. Robinson, who thought the gospel was written before the synoptics, said that historicity might have been a purpose, but not the main one. Most of those who think the synoptics came first will disagree and think Johns history is inaccurate, but as Brown as said, the accuracy is irrelevant, as the narrative frame is probably only there to strengthen teachings about Jesus.

Aristotles Legacy in the Federalist Papers -- Federalist Papers Essay

Aristotle's Legacy in the Federalist Papers While the government of the United States owes its existence to the contents and careful thought behind the Constitution, some attention must be given to the contributions of a series of essays called the Federalist Papers towards this same institution. Espousing the virtues of equal representation, these documents also promote the ideals of competent representation for the populace and were instrumental in addressing opposition to the ratification of the Constitution during the fledgling years of the United States. With further reflection, the Federalists, as these essays are called, may in turn owe their existence, in terms of their intellectual underpinnings, to the writings of the philosopher and teacher, Aristotle. In 1789, the Confederation of the United States, faced with the very real threat of dissolution, found a renewed future with the ratification of the Constitution of the United States. This document created a structure upon which the citizens could build a future free of the unwanted pitfalls and hazards of tyrannies, dictatorship, or monarchies, while securing the best possible prospects for a good life. However, before the establishment of the new United States government, there was a period of dissent over the need for a strong centralized government. Furthermore, there was some belief that the new constitution failed to provide adequate protection for small businessmen and farmers and even less clear protection for fundamental human rights. To counter these and a variety of other arguments, statesmen Alexander Hamilton, James Madison, and John Jay composed a series of articles that would logically and critically address the grievances of those opposed to the... ...Federalist Papers: The House of Representatives," The New York Packet, No. 52, 1788. 6. Hamilton, Alexander and James Madison, "Federalist Papers: Method of Guarding Against the Encroachments of Any One Department of Government by Appealing to the People Through a Convention," The New York Packet, No. 49, 1788. 7. Aristotle, The Politics, Trans. Benjamin Jowett, Book 3, Part XV. http://classics.mit.edu/Aristotle/politics.html 8. Hamilton, Alexander and James Madison, "Federalist Papers: Method of Guarding Against the Encroachments of Any One Department of Government by Appealing to the People Through a Convention," The New York Packet, No. 49, 1788. 9. Hamilton, Alexander and James Madison, "Federalist Papers: The Structure of the Government Must Furnish the Proper Checks and Balances Between the Different Departments," The New York Packet, No. 51, 1788.

Journal of Consumer Behavior Essay

Consumer complaints and recovery through guaranteeing self-service technology NICHOLA ROBERTSON1*, LISA MCQUILKEN1 and JAY KANDAMPULLY2 1 Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia 2 Ohio State University, 266 Campbell Hall, 1787 Neil Avenue, Columbus, OH 43210, USA ABSTRACT Self-service technologies are shaping the future of consumer behaviour, yet consumers often experience service failure in this context. This conceptual paper focuses on self-service technology failure and recovery. A consumer perspective is taken. Recovering from self-service technology failure is fraught with difficulty, mainly because of the absence of service personnel. The aim of this paper is to present a theoretical framework and associated research propositions in respect to the positive role that service guarantees can play in the context of self-service technology failure and recovery. It contributes to the consumer behaviour domain by unifying the theory pertaining to consumer complaint behaviour, service recovery, specifically consumers’ perceptions of justice, and service guarantees, which are set in a distinctive self-service technology context. It is advanced that service guarantees, specifically multiple attribute-specific guarantees, are associated with consumer voice complaints following self-service technology failure, which is contingent on the attribution of blame in the light of consumers’ production role. Service guarantees are argued to be associated with consumers’ perceptions of just recovery in the selfservice technology context when they promise to fix the problem, compensate only when the problem cannot be remedied, offer a choice of compensation that is contingent on failure severity, afford ease of invocation and collection, and provide a personalised response to failures. Previous classifications of SSTs are used to highlight the applicability of guarantees for different types of SSTs. Managerial implications based on the theoretical framework are presented, along with future research directions. Copyright  © 2011 John Wiley & Sons, Ltd. INTRODUCTION The growing application of technology in services has  transformed the way that organisations interact with consumers (Liljander et al., 2006). Self-service technologies (SSTs) are technological interfaces that enable consumers to generate benefits for themselves, without the presence of the organisation’s personnel (Meuter et al., 2000). They enable consumers to take an active role in the production of their service experience. As SSTs are a major force shaping consumer behaviour (Beatson et al., 2006), the implications for both consumers and organisations need to be considered. The failure of SSTs is commonplace (Forbes, 2008; Robertson and Shaw, 2009). SST failure, or consumers’ perception that one or more aspects of SST delivery have not met their expectations, is attributed to poor service and failing technology (Meuter et al., 2000). Failures are inevitable with all services, especially SSTs that introduce new types of failures, such as consumer failures (Forbes, 2008; Meuter et al., 2000). However, SST recovery, e.g., fixing the problem and providing compensation, is generally reported to be poor (Forbes, 2008). While consumers demand a superior response to SST failure, complaints are largely ineffectively handled in this context (Collier and Bienstock, 2006). This is despite the fact that SST failure intensifies the need for recovery because consumers are often remote from service personnel (Collier and Bienstock, 2006). SST providers have ignored consumers, denied responsibility for failure, blamed consumers for the problem, *Correspondence to: Nichola Robertson, Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia. E-mail: nichola.robertson@deakin.edu.au  and provided a generic complaint response (Forbes, 2008; Holloway and Beatty, 2003). Unsurprisingly, consumers might not bother voicing because they believe that it will be useless (Holloway and Beatty, 2003; Snellman and Vihtkari, 2003). If consumers are dissatisfied with an SST encounter and service recovery is perceived to be inept, they will switch and/or spread negative word of mouth and/or mouse (Collier and Bienstock, 2006; Dong et al., 2008; Harris et al., 2006a). In the interpersonal service context, it has been argued, albeit rarely, that service guarantees, or explicit promises made by organisations to deliver a certain level of service to satisfy consumers and to remunerate them if the service fails (Hogreve and Gremler, 2009), are an effective recovery tool (Bjà ¶rlin-Lidà ©n and Skà ¥là ©n,  2003; Kashyap, 2001; McColl et al., 2005). In a recovery encounter, service guarantees have been found to provide benefits, such as reducing consumer dissatisfaction, negative word of mouth, and switching (Wirtz, 1998). We argue that in the context of SST failure, service guarantees could act as a surrogate for service personnel who, in the interpersonal service context, encourage consumer complaints and facilitate recovery. Following our extensive review of service guarantees employed in the SST context, it was revealed that guarantees are uncommon in practice for non-Internet SSTs, such as kiosks and interactive voice response (IVR). However, in the Internet context, they appear to be more widespread. For example, guarantees are often used in the context of online banking, where online security, in particular, is guaranteed. They are also prevalent in the hotel context, typically in the form of online price matching guarantees. Therefore, the ‘real-life’ examples of SST guarantees provided throughout this paper are skewed toward Internet SSTs. However, in  N. Robertson et al. guarantees also have the ability to enhance consumers’ perceptions of fairness following failure. SST guarantees indicate justice in a context that is mostly devoid of interpersonal and other external cues, thereby encouraging consumer voice, facilitating service recovery, and, ultimately, retaining the organ isation’s reputation and its consumers. Our paper contributes to the consumer behaviour domain by adding to the underdeveloped literature on consumer complaints, consumer recovery perceptions, and service guarantees in the SST context, in addition to bringing these independent streams of literature together. As SST recovery in practice is reported to be deficient from the consumer perspective, further exploration of this topic is warranted. The remainder of this paper justifies a conceptual framework that describes how guarantees applied to different types of SSTs can encourage consumers to voice following failure and enable organisations to provide just recovery for consumers. We close with theoretical contributions, managerial implications, and an agenda for  future research. developing our propositions, we apply the SST classification schemes developed by Dabholkar (1994) and Meuter et al. (2000) in respect to technology type, purpose, and location. These schemes will be used to highlight the SST contexts that best fit the application of guarantees, which is beyond Internet SSTs. There are two key types of guarantees commonly offered in interpersonal services, unconditional and attributespecific, that also appear to be relevant in the SST setting. An unconditional guarantee covers the core service offering, and consumers are free to invoke it whenever they are dissatisfied (Wirtz et al., 2000). The attribute-specific guarantee is narrower in breadth, covering either a single or multiple service attributes (Van Looy et al., 2003). It is directed to areas within an organisation where consumers perceive that the guarantee adds value (Hart et al., 1992). The attribute-specific guarantee is the type most common in interpersonal services (Van Looy et al., 2003 ). Our review revealed that this also applies to SSTs. For example, Hertz car rental offers its consumers online check-in for rentals. It guarantees that online check-in enables consumers to pick up a rental vehicle within 10 minutes or less. If it fails to fulfil this specific promise, consumers are credited $50. In another example, match.com, an online dating service, guarantees via its ‘Make Love Happen Guarantee’, that if consumers do not find someone special in six months of using its site, it will provide them with six months free service. In the interpersonal service context, consumers have been found to prefer attribute-specific guarantees when they consider invoking the guarantee, ‘. . . probably for their clarity and manifest nature’ (McDougall et al., 1998: 289). We further argue that in the SST context, generally devoid of service personnel and, therefore, with reduced opportunities for consumer monitoring, the clarity of an attribute-specific guara ntee is less likely to attract consumer abuse (McCollough and Gremler, 2004). Therefore, we advocate and assume for the remainder of this paper an attribute-specific guarantee. This can cover multiple SST attributes, which is referred to as a multiple attribute-specific guarantee. For example, BestPrintingOnline.com, an online printing service, guarantees both the quality of its product and on-time  delivery. This type of guarantee provides consumers with the opportunity to complain about several SST problems via guarantee invocation (Bjà ¶rlin-Lidà ©n and Skà ¥là ©n, 2003). In the context of service recovery, the examination of service guarantees has been scarce, and the use of service guarantees in the SST context has not been examined before. This is confirmed by Hogreve and Gremler (2009) in their review of the past 20years of service guarantee research. To begin to address these gaps, our paper conceptualises the role of service guarantees in the SST failure and recovery context from the consumer perspective. We consider different types of SSTs in developing our propositions. We argue that SST guarantees encourage consumers to voice their complaints via guarantee invocation in the absence of service personnel. In line with the call for research examining the justice dimensions (i.e., distributive, procedural, and interactional justice) of service recovery in the SST context (Forbes et al., 2005), we propose that SST Copyright  © 2011 John Wiley & Sons, Ltd. CONCEPTUAL FRAMEWORK The conceptual framework proposed (see Figure 1) is grounded in the theory pertaining to service guarantees, consumer voice, attribution theory, and justice theory. In justifying the framework, the distinctive characteristics of the SST context were considered, including the requirement of consumer co-production that is independent of service personnel, a lack of interpersonal interaction with service personnel, and consumers being obliged to interface and interact with technology (Robertson and Shaw, 2009). When studying SSTs, it is important to distinguish meaningfully between their types (Meuter et al., 2000). In terms of categorising SSTs, two key classification schemes can be drawn. The most cited classification scheme is that proposed by Dabholkar (1994). Her classification scheme considers the following variables: (i) who delivers the service (degree and level of consumer participation); (ii) where the service is delivered (location of the SST, i.e. remote, such as IVR or onsite, such as kiosks); and (iii) how the service is delivered (technology type, i.e. Internet and non-Internet, such as kiosks and IVR). More recently, Meuter et al. (2000) proposed a similar classification of SSTs. As per Dabholkar’s (1994) scheme, they included the different types of technologies that organisations use to interface with consumers (i.e.,  Internet and non-Internet) and the purpose of the technology from the viewpoint of consumers, that is, what consumers accomplish from using the technology (i.e., transactions and/or customer service).

Christmas card making Essay

What I would like to achieve by making Christmas cards with a group of 3-4 children at a time, is to see how and what they think Christmas is all about, their creative side and if the can write their own names at the bottom of their card. The learning intentions for each child are to either write their own name without help or copy it from another piece of paper. Again in this activity the children will have to learn to share the equipment. Fridrich Frebel believed and emphasised that creative play was important part of a Childs worlds and growing up, he also thought physical play, song and rhymes was a symbolism, and best developed though play. Aim: To get all the children who do a card to try to write their name inside. What the children will learn: The children today will learn how to write their name correctly, I don’t think they will remember all of how to do it but next time they need to write it they will find it easier. What I will learn: I should learn to help and supervise children properly and to help understand what they should and shouldn’t being doing at this age and weather or not they understand the way I am asking them to do an activity for me. What happened? I choose three random children who were wondering around not doing any other activity. I choose two girls and a boy, to come sit at a table, first of all their put on aprons the table already had glue and card on it with scissors and glitter pens the children did not understand straight away what I wanted them to do I sat down and tried to explain luckily I had bring in one that I had did at home with my brother who is their age. The two girls KL and CW knew what I wanted them to try and do I even said can you do your name inside when you have finished. This time I didn’t have an early year’s practitioner with me but one of them came over to see if I was okay. The Stephanie Jewell 3rd January 2005 boy I had asked to do a card didn’t want to he found some thing else he anted to do, so one of the early years practitioner gave me another boy DK as he needs help with his name. I gave them red card and folded it KL wanted hers folded twice so I did as it was her Christmas card. The children took their time at making the outside of the card about 20 minutes later I said â€Å"is anyone nearly finished? † they all stopped their work and said â€Å"Yes† but they was not, so I told them to carry on then a couple minutes later DK finished the front so I wrote the inside for him and asked if he can do his name e but he was very aliment that he could not do it so I wrote it on a bit of paper to copy and he tried really hard but we only got half of it done as he got a little upset because he didn’t want to do it. The two girls finished as well as are older they started to write letters inside but they didn’t make any words but I thought that was really good bas they were trying. They both wrote their names and kisses, the children letters were back to front or upside but you can tell what their name was. Evaluation: The activity of making cards with the children went better then I excepted as the children didn’t argue with each other and wanted to speak to me one after another instead of shouting and screaming. I thought I explained what to do well as the two girls that I choose to do this got on with the work straight away and didn’t really need my help until the end with the writing of their names. The child who didn’t want to do card making made me feel as if I was doing some thing wrong but he didn’t take in ant activities that day. The children left their cards to dry and the next day we put them into envelopes and they took them home. I would like to carry it out again if possible as I enjoyed myself as I was helping and watching them does it. If you were to carry out this activity then I would say have no more then two children at a time that way you can give them almost your full attention and this way the children tend not to want to talk over each other as there are only two of them sitting on a table. The children did learn how to do their names correctly even though DK got upset as he didn’t want to write his even though I kept encouraging him to Stephanie Jewell 3rd January 2005 try. I think I should have spoke more about Christmas and how a time for giving and why we give out cards to people. I put down a mat on the table as the children was working with glue, and glitter what make a lot of mess in the hands of 3, 4 year olds. The children put on aprons to protect their clothing which was a good idea, they did make a lot of mess with the glitter pens and didn’t know when to stop putting on to the card I had to keep telling them it was enough but they some times didn’t listen. The cutting of paper made mess around the table. But all of the mess made was easily cleared up within minutes and all the children had to do is wash their hands. I didn’t realise the children would take as long as they did to make the cards and even writing their name took longer then expected, I gave myself half and hour when I should have allowed an hour to do this kind of activity. When the children sit down they took a little while to get started. The planning I did for both the activities were helpful I did follow both the plans I think the planning is good to have but on the day it all depends on the children weather or not they want to do it or if they are going to muck about for you, the best part about the planning is to see if you can complete the learning intentions you set for the children and knowing what equipment ids needed before hand in case its any thing that they wouldn’t have usually.

Roman History essays

Roman History essays Italy is a peninsula jutting out into the Medditerranean sea west of Greece. Italy has poor mineral resources and very few useful harbors, however it is wealty in both fertile land and precipitation. Three - quarters of the peninsula is covered in foothills and mountains. The alps, a mountian range to the north of Italy, cut off the peninsulas only land connection, which resulted, in the times of Ancient Rome, in the people The Etruscans were mysterious people who settled on the Italian Peninsula somewhere between 900 and 800 BC. No one is really certain about their origin, however archaeologists suspect that they came from the eastern Medditerannean. The Etruscans ruled in north-eastern Italy, between the Appentine mountian range and the Tyrrhenian Sea. Their civilization streched from the Arno River in the north to the Tiber River which is more towards the center of the Italian Peninsula. Te Tiber River is where the Roman Empire would sit years later. The Etruscans lived in independent city-states. In the earliest times, these city-states were ruled by a monarchy, but were later ruled by oligarchies that governed through a coucil and elected officials. The Etruscans were largely agricultural people, however they also had a strong miliatary,which they used to dominate te surrounding societies. These dominated populations were forced by the Etruscans to do their ricultural labor, which left time for the Etruscans to devote to commerce and industry. They were sophisticated people, with and alphebet based on the Greek alphabet, an original style in sculpture and painting, a religion based on human like gods, and a complicated set of rituals which they performed annually. While the Etruscans were concentrating on building their power over all of Italy and engaging in commerce, a city to their south began to the grow. This city seemed to immitate the Etruscans in many ways. This new kingd...

Inferno and Infernal

Inferno and Infernal Inferno and Infernal Inferno and Infernal By Maeve Maddox When I see the word inferno, I think fire, but originally, the word did not carry the connotation of intense heat. The association with burning derives from beliefs taught by some religions about the afterlife. The OED offers only one definition of inferno: Hell; a place of torment or misery compared to hell; a place likened in some respect to the Inferno of Dantes Divine Comedy. Merriam-Webster offers three definitions of inferno: 1. a place or a state of torment and suffering. 2. a place that resembles or suggests hell in being dark, noisy, chaotic, lawless. 3. intense heat. English speakers, British as well as American, use inferno to mean an intense conflagration: Tracking the inferno: where wildfires are hitting California, other states hardest- The Guardian. Scientists find planets that survived red giant inferno- The London Times. Thirty people feared dead and 40 more injured after shopping centre inferno causes mall to collapse in Russia  - The Daily Mail. Multiple fire departments reported to the scene of the inferno just after 7 p.m. Sunday, and spent nearly the next 12 hours battling the blaze.- Galloway Patch (New Jersey). Small Fire Becomes Inferno, Burning Homes in California- New York Times.   Like inferno, the adjective that derives from it, infernal, refers to the realm of the dead or a place of punishment after death: Paradise Lost  opens with the fallen angels in hell. Mammon proposes that they build an infernal kingdom of their own, imitating the majesty of heaven through the material riches of the kingdom of hell. Infernal is commonly used as a synonym for hellish, damnable, damned, diabolical, and fiendish. Here are some examples: City Tells Ice Cream Trucks To Keep That Infernal Racket  Down When will these so-called â€Å"voters† stop with their infernal meddling? Will you stop with your infernal fear-mongering? Gatlin and his ilk have brought not only themselves down with their infernal lies  but the whole athletics community. I turned my eye towards him and immediately caught his eye, which he kept staring upon me for more than a minute, with the most infernal expression I have ever seen upon a human face. An â€Å"infernal machine† is â€Å"a machine or apparatus maliciously designed to explode and destroy life or property, especially one in the form of something harmless. For example: To greet the Princes return to Sofia this month, the Chief of the Russian Secret Police sent him an  infernal machine disguised as a  box of the finest cigars.- Sherlock Holmes and The Case of The Bulgarian Codex, Tim Symonds, 2012. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureUse a Dash for Number RangesUsing "May" in a Question

See requirement Essay Example | Topics and Well Written Essays - 1250 words

See requirement - Essay Example e 1970s and 1980s, whose advocates support widespread reductions in government spending, free trade and economic liberalization in order to improve the role of the single sector in the economy. It originates from the principles of neoclassical economics. The policies of neoliberalism help to establish a lenient atmosphere for economic development. The anti-politics machine by James Ferguson presents a Foucauldian critique of the development apparatus that the development dialogue produces an illusion of a country that is less developed, how the disjunction of fantasy causes the development plan to fail at its stated objectives, and why the development apparatus has the consistent effect of strengthening and expanding bureaucratic state power. It is adapted from Ferguson’s 1985 dissertation. It examines the reasons for the collapse of Thaba-Tseka range management/livestock development project to establish commercial cattle industry in Lesotho. According to Robertson (1984), development equipment is a practical tool that solves universal problems. It originates from the action of nation-states attempt to establish ideal worlds and development agencies are left with the mandates to implement these unrealistic projects. Scholar’s role in this apparatus is to ensure that the ideal worlds pursued by states are steady with the knowledge of the work of real societies so that development planning can locate itself goals capable of being achieved. Talking too much of the failure of Thaba-Tseka project would be a mistake since most of the rural development projects in Lesotho had faced the same problems. While declaring result of his experience with the project and admitting that the project had its share of frustrations, one of the original planners of the Thaba-Tseka project argues that he would never again be involved in any field management project. Talking to the author, he indicates that of all the development projects launched in Lesotho, only Thaba-Tseka had

Low Self Esteem and Luxury Marketing (Apples iPhone as a Luxury Dissertation

Low Self Esteem and Luxury Marketing (Apples iPhone as a Luxury Product) - Dissertation Example Brands like Louis Vuitton, Cartier, and Gucci have started investing in their marketing campaigns. While old brands continue to lead the market, new luxury brands have also emerged. One such luxury product includes Apple’s iPhone. The definition of luxury has been presented by many researches and books and these have been drawn mainly through the consumers’ perception of luxury. Luxury has been known to impact the consumers through different ways. Luxury is loosely referred to products that are priced high, have a high perceived quality and provide an exceptional experience of the consumers. Products such as the iPhone redefine the concept of luxury to a certain extent. Such products are not always targeted to the rich and affluent class but also to those consumers who wish to improve upon their self-esteem by buying luxury products. Therefore, a correlation is observed between low self-esteem and luxury products. Significance of the Study As the global market is being revived after the long global recession that struck the world in 2007, demand for luxury goods is on the increase. This means that marketers around the world have to focus their attention back to marketing luxury goods. As the concept of luxury is being continuously redefined, luxury has been categorized into old luxury and new luxury. In the study, the aim is to evaluate the impact of self-esteem on the buying decisions of consumers